Evidence-Based Practice in Schools Evaluating Research and Reducing Barriers Research Article
Research Article  |   October 01, 2003
Evidence-Based Practice in Schools
 
Author Affiliations & Notes
  • Timothy Meline
    The University of Texas-Pan American, Edinburg
  • Teri Paradiso
    Brownsville Independent School District, Brownsville, TX
  • Corresponding author: e-mail: tmeline@panam.edu
Article Information
School-Based Settings / Research Issues, Methods & Evidence-Based Practice / Research Articles
Research Article   |   October 01, 2003
Evidence-Based Practice in Schools
Language, Speech, and Hearing Services in Schools, October 2003, Vol. 34, 273-283. doi:10.1044/0161-1461(2003/023)
History: Received February 24, 2003 , Accepted June 16, 2003
 
Language, Speech, and Hearing Services in Schools, October 2003, Vol. 34, 273-283. doi:10.1044/0161-1461(2003/023)
History: Received February 24, 2003; Accepted June 16, 2003
Web of Science® Times Cited: 41

This article examines the clinician/researcher relationship, suggests directions for improving the relationship, and discusses avenues for transferring information from research to clinical practice. An eight-step model for transferring research studies to practice is adopted, and three of the eight steps are targeted for discussion and illustration. To illustrate the use and interpretation of effect size measures for practical significance, as well as the transfer of research results to practice (evidence-based practice [EBP]), a case study from the contemporary literature is presented. Speech-language pathologists in schools and other work settings were surveyed to evaluate barriers to EBP. The survey suggested several possible barriers to EBP. For example, the speech-language pathologists surveyed agreed that there is not enough time on the job for research and other EBP activities. Collaborations between clinicians and researchers are recommended as a good avenue for applied research. The methods illustrated for critically evaluating research are useful for engaging EBPs. Further, clinicians in schools are encouraged to adopt EBPs with active involvement in research collaboration whenever possible.

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